Creating Metaphors Classroom Instruction that Works

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Presentation transcript:

Creating Metaphors Classroom Instruction that Works Identifying Similarities and Differences

Life’s but a walking shadow, a poor player That struts and frets his hour upon the stage And then is heard no more: it is a tale Told by an idiot, full of sound and fury, Signifying nothing. Shakespeare, W. Macbeth, Act V Scene V

Some that I like… That’s so dial-up! The season for change… Speech is silver, but silence is golden. …Heart of the matter… elbow grease a main artery of traffic

Creating Metaphors Identifying a general or basic pattern in a specific topic and then finding another topic that seems quite different at the literal level but has the same general pattern. They are used to give readers a strong message.

Creating Metaphors Metaphors help students create deeper meaning out of the content they are learning Creating Metaphors is a complex process that students need to practice

Creating Metaphors Complete the reflection sheet on page 33 of your workbook Discuss with your group

Creating Metaphors Not Science Science Complete the reflection sheet on page 33 of your workbook Discuss with your group Not Science Science

Creating Metaphors Students need to have the thinking process modeled for them… Look at the example in the workbook on page 34 “My brother is a tyrant.” Stating the relationship between “my brother” and “tyrant” in more general terms—cruel ruler who treats innocent and weaker people unfairly helps students understand the reasoning behind the metaphor

Steps to Creating a Metaphor Identify the important or basic elements of the information or situation with which you are working Write that basic information as a general pattern by -replacing words for specific things with words for more general things -summarizing information whenever possible Find new information or a situation it which the general pattern applies

Graphic Organizer for Metaphors Element Literal Pattern Abstract Relationship Practice with an example from your content area!

Guiding Students Once students are familiar with the process, you can increase the rigor by presenting one element of the metaphor and asking students to provide the second element and a description of the abstract relationship. Disease is________________ –The brain is ______________ –Atoms are ______________ –The Earth’s Crust is ____________________ To complete these metaphors, students must use what they know about the given element and make connections to similar things Some websites: Brain, General, Games

Ideas for Metaphor Games Taboo Game Or Pictionary: Have the students create metaphors for specific vocabulary terms…these metaphors are the words they have to draw and then the students must figure out the vocabulary word. Brainstorm ideas or uses in your classroom?